Presentation on theme: "MEON INFANT SCHOOL Welcome to the Look what’s on offer for your child"— Presentation transcript:
1MEON INFANT SCHOOL Welcome to the Look what’s on offer for your child Local Offerfor:Special Educational Needsand DisabilityLook what’s on offer for your child(Click anywhere on the page to move on).
2information you are looking Look out for the frogs.They will help you tofind the pages with theinformation you are lookingfor.(If you wish to go through the whole document page by page just clickanywhere on the page that you are on to move the presentation tothe next page).
3Contents 2. 1. Introduction Areas of Special Educational Need 3. Click on a frog if you want to findout more about one of these areas.2.Areas of Special Educational Need1. Introduction3.Levels of support4.Commonly asked questions5. Outside agencies
4As parents you need to know what support is on offer for you and your child:-At Meon Infant SchoolandAt Portsmouth City CouncilThis document is your guide to all that is on offer.(Click anywhere on the page to move on).
5You as parents should feel valued as partners and The staff and Governors of Meon Infant School believe that:You as parents should feel valued as partners andhave an important contribution to make towardsyour child’s development and learning needs.(Click anywhere on the page to move on).
6They also believe that: All children are entitled toand should havefull access to a broad,balanced and relevant curriculumwhich is suited to individual needs.Every teacher is a teacherof children withspecial education needs.A child has special education needs if he or she has a learningdifficulty which calls for a specialeducational provision to be made for him or her.A child has a learning difficulty if:he/she has a greater difficulty in learning than the majority of children of his/her age.He/she has a disability which prevents him/her from making use of educational facilities for children of his/her ageClick here to go backto contents page
7There are 4 areas in which your child could have a Special Educational NeedCognitionandLearningCommunicationandInteractionSocial, MentalandEmotionalhealthSensoryand/orPhysicalClick here to go backto contents pageClick on a frog if you want to findout more about one of these areas.But what does all this mean???
8Attention and Interaction skills CommunicationandInteractionDifficulties relating to this area of needinclude:-Attention and Interaction skillsUnderstanding and Receptive Language skills(Understanding what people say to you)Speech and Expressive Language skills(Saying what you want to say to others).Click on a frog if you want to findout more about one of these areas.Click here to go backto contents page
9Attention and Interactions skills Click here to go backto the communicationand interaction pageCommunicationandInteractionAttention and Interactions skillsSome children may:Have difficulties ignoring distractionsNeed reminders to keep listeningNeed regular prompts to stay on taskNeed individualised motivation systems in order for them tocomplete tasksHave difficulty concentrating when sitting with the wholeclassHave problems interacting with other children or adultsHave peer relationship difficultiesNot be able to initiate or maintain a conversationClick here to go backto contents page
10Understanding and Receptive Language skills Click here to go backto the communicationand interaction pageCommunicationandInteractionUnderstanding and Receptive Language skillsSome children may:Need visual support to understand or process spoken languageNeed augmented communication systems like Makaton orPicture Exchange System (PECS)Experience frequent misunderstandings with adults and otherchildrenRepeat language they have heard without understanding it(echolalia)Need instructions repeated and language simplified to aid theirunderstandingClick here to go backto contents page
11Speech and Expressive Language skills Click on the frog if you want to returnto the areas of need page.CommunicationandInteractionSpeech and Expressive Language skillsSome children may:Use simplified language and limited vocabularyBe unable to express their ideas or hold a conversationwithout the need for frequent clarificationHave some immaturities in their speech sound systemHave difficulties with grammar/phonological awarenesswhich affects their achievements in literacy ie gettingIn the wrong order or being able to blend sounds togetherFor readingClick here to go backto contents page
12Use of language, memory and reasoning skills Click on a frog if you want to returnto the areas of need page.*CognitionandLearningSome children may have difficulties withthe skills needed for effective learningsuch as:Use of language, memory and reasoning skillsSequencing and organisational skillsAn understanding of numberProblem-solving and concept development skillsFine and gross motor skillsGlobal delay which affects their learning in all areasA specific learning disability such as dyslexia,Dyscalculia, dyspraxia or dysgraphia*Cognition means - thinking skillsClick here to go backto contents page
13Some children may have difficulties Click on a frog if you want to returnto the areas of need page.Social, MentalandEmotionalhealthSome children may have difficultieswith social and emotional developmentwhich may lead to or stem from:Social isolationBehaviour difficultiesAttention difficultiesAnxiety and depressionAttachment disordersLow self esteemIssues with self-imageClick here to go backto contents page
14Some children may have medical or genetic conditions which may lead Click on a frog if you want to returnto the areas of need page.Sensoryand/orPhysicalSome children may have medical orgenetic conditions which may leadto difficulties with:Gross / fine motor skills (co-ordination of large bodymovements and small body movements).Visual / hearing impairmentAccessing the curriculum without adaptionPhysically accessing the building(s) or equipmemtOver sensitivity to noise / smells / light / touch/ tastetoileting / self careClick here to go backto contents page
15So, what support is available for your child should he/she be experiencingdifficulties in anyof these areas?(Click anywhere on the page to move on).
16There are 3 levels of support available for your child if he/ she has a difficulty in any one of theareas of learning you read about in section 2.Level 2Targeted support working within a small group or as an individualLevel1The support that isavailable to all childrenin schoolLevel 3Specialised individual supportClick here to go backto contents pageClick on a frog if you want to findout more about one of these areas.
17This is the support which is available to all children in school Level 1This is the support which isavailable to all childrenin schoolAccess to a varied range of activities to interest and excitechildren so that they want to learnUse of a variety of teaching techniques and resourcesExtra adult or teaching assistant in each classroomOpportunities to develop positive self esteem so thatyour child believes in his/her self and wants to have a goOpportunities for independent learning which will allowchildren to make their own choices.Page 1 of 2(Click anywhere on the page to move to page 2).
18This is the support which is available to all children in school Level 1continuedThis is the support which isavailable to all childrenin schoolClear objectives that are shared with the childrenSmall guided groups working with the class teacher or teaching assistantFlexible grouping which is differentiated to suitindividual needsPage 2 of 2Click here to go backto levels of support page
19This support is offered in addition to the level 1 classroom support whena child is achieving below expectedlevels.This support can be undertaken with asmall group of children or individually.Level 2Involvement of the Special Educational Needs Co-ordinator(SENCO) to monitor progressDiscussions with the SENCO in addition to regular meetingswith the class teacher.Small group work with a teacher and/or teaching assistantfor phonics, writing, handwriting, reading and numeracyPage 1 of 3(Click anywhere on the page to move to page 2).
20This support is offered in addition to the level 1 classroom support whena child is achieving below expectedlevels.This support can be undertaken with asmall group of children or individually.Level 2BEAM (gross and fine motor programme)Friendship group (supporting social skills)Assessment using COPS (Cognitive Profiling System)which may lead to wave 3 intervention.Page 2 of 3(Click anywhere on the page to move to page 3).
21This support is offered in addition to the level 1 classroom support whena child is achieving below expectedlevels.This support can be undertaken with asmall group of children or individually.Level 2Assessment by ECaR teacher (Every Child a Reader).which may lead to wave 3 intervention.There may be some additional advice sought from an outside agency where required.Page 3 of 3Click here to go backto levels of support page
22Specialised individual support This support is offered in addition tothe level 2 support whena child is achieving well below expectedlevels.This support is usually carried out on aone-to-one basis and is highlyindividualised.Level 3Specialised individual supportSignificant involvement of the Special Educational NeedsCo-ordinator (SENCO) to monitor progress and offer supportto you and your child.Individual Education Plans (IEP’s) and/or IndividualBehaviour plans (IBP’s) to monitor progress .click here for examples of IEP/IBP(this document is currently unavailable)Page 1 of 3(Click anywhere on the page to move on to page 2).
23Specialised individual support Level 3Specialised individual supportThis support is offered in addition tothe level 2 support whena child is achieving well below expectedlevels.This support is usually carried out on aone-to-one basis and is highlyindividualised.Individual work with a teacher and/or teaching assistant for specific needs, eg. phonics, writing, handwriting, reading, numeracyIndividual or very small group BEAM (gross andfine motor programmePage 2 of 3(Click anywhere on the page to move on to page 3).
24Specialised individual support Level 3Specialised individual supportThis support is offered in addition tothe level 2 support whena child is achieving well below expectedlevels.This support is usually carried out on aone-to-one basis and is highlyindividualised.Specific interventions following the advice givenby outside agencies.Specific intervention following COP’s assessmentcarried out at wave Click here for further information (currentlyunavailable)Specific intervention following ECaR assessmentcarried out at wave 2.Click here for further information. (currently unavailable)Page 3 of 3Click here to go backto contents pageClick here to go backto levels of support page
25There will always bequestions you needanswers to.Click on the Meon frogfor a list of commonlyasked questions
26How does Meon Infant School Know if a child needs extra help? Click on a frog tofind the answer.What should I do if I think my child may have special educational needs?How will Meon Infant School support my child?Click here for morequestions
27At Meon Infant School children are identified as having Special Educational Needs through a variety of ways.As a school we measure children’s progress in learningagainst National expectations and age related expectations.The class teacher continually assesses each child and notesareas where they are improving and where further supportIs needed.All children’s progress is tracked from entry at Year R throughTo Year 2.Your child’s progress is regularly discussed with you and relevantstaff. Decisions are then made as to what further support canbe given to assist your child’s progression.Back to questions
28Talk to us! First contact your child’s class teacher. If you require more information contact the SENCO (Miss Brown)or Head teacher (Mrs Daish).We pride ourselves on building positive relationships with parents.We are open and honest with parents and hope that you will feelcomfortable to be the same with us.Back to questions
29The class teacher will oversee, plan and work with your child in their class to ensure that progress is made.There is also a teaching assistant (TA) who may work with your childeither individually or as part of a group.If your child requires any extra support to the above the class teacherwill discuss this with the SENCO and put into place anyadditional support required.Back to questions
30How will the curriculum be matched to my child’s needs? How do we know if the support is helping my child to move forward in their learning?How will I know how my child is doing?Click here for morequestions
31All work is matched to your child’s individual needs within the classroom.There are additional support groups to assist in furtherdifferentiation of work if your child requires it.There are additional individual work programmes to cater forspecific needs, (See section on level 2/3 intervention).Back to questions
32There are several systems in school which check to ensure that additional support is effective.All teachers have regular progress review meetings with theHead Teacher where children who are not making the expectedprogress are identified and discussed.For children who have been identified and begin to receiveLevel 2/3 support an Individual Education Plan (IEP) is written by theClass teacher and the SENCO and discussed with you and your child.The IEP is reviewed regularly, at least once a term.Back to questions
33You have the opportunity to meet with the class teacher each term normally on a Tuesday.All you need to do is see the class teacher to arrange a time.In February there is a Parents’ Evening, to which all parents areexpected to attend. If you are unable to make this evening, there willbe an opportunity to make an alternative appointment.There are regular opportunities to meet with the SENCO/ ECARteacher and discuss the extra support and how it is helping your child.If your child has an Education, Health and Care plan or statement ofSpecial Educational Needs, additional annual reviews are heldBetween you and the team around your child.Back to questions
34How will you help me to know how to support my child at home? How will my child be involved in decisions made about their learning?What support will there be for my child’s overall well being?Click here for morequestions
35You are central to your child’s development and the school believes that your child’s education should be a partnership between yourself and the school.There are year group meetings arranged for parents to highlight anddiscuss the work which goes on in school and how you can supportit.During meetings to discuss your child’s progress you will be offeredadvice on how you can support your child at home.Teachers will send a variety of work home including books to share,key words to learn and additional work to support the curriculum.Always feel free to come in for any additional advice you mayneed on how to support your child at home.Back to questions
36We value and celebrate each child being able to express their views on all aspects of school life. This is usually carried out through theSchool Council which has representatives from each class. Prior toSchool Council meetings the teacher has a class discussion aboutthe issues to be discussed so that all views can be shared.All children discuss and review their targets with their class teacherand SENCO where appropriate.If your child has an Education, Health and Care Plan or StatementOf Educational Needs their views are sought before review meetings.Back to questions
37We are an inclusive school; we welcome and celebrate diversity. All staff believe that high self esteem is crucial to a child’swell being. We have a caring, understanding team looking afteryour child.The class teacher has overall responsibility for the well being ofevery child in her class. It may be appropriate to involve outsideagency involvement (see section on outside agency support),but this will always be discussed with you, the parentsfirst.The school has a policy regarding the administration and managingof medicines on the school site. Parents need to contact theschool office and complete the relevant paperwork if medicationis required to ensure a child’s good health. On a day to day basisthe Admin Staff generally oversee the administration of medicines.Back to questions
38What specialist services are available for you at Meon Infant School ? What training have staff had?How are the school governors involved?Click here for morequestions
39The SENCO has been in post for more than 20 years and is very experienced and knowledgeable in the area ofSpecial Educational Needs. She regularly attends courses tokeep her knowledge up to date with current practises andchanges.As a school we work closely with external agencies that areRelevant to a child’s individual needs. (Click the Meon frogTo see section on External agencies)Back to questions
40As a staff we have regular training and updates about SEN issues. All staff are involved in awareness training including medical,educational, emotional and behavioural needs within the school.Back to questions
41We currently have one SEN governor. The Governor regularly meets With the SENCO and will update the governing body on changes,needs in the school and current concerns.The Governors are then able to agree priorities for spending withinthe SEN budget under the guidance of the Head Teacher with theoverall aim that all children receive the support they need inorder to make progress.The Governor for Special Education Needs is Kate Angus.Back to questions
42How will my child be included outside the classroom, ie school trips ? How accessible is the school environment?How will Meon Infant School prepare and support my child through times of change, ie transfer to Junior School?Click here for morequestions
43All children are included in all parts of the school curriculum and we aim for all children to be included on school trips. We willprovide the necessary support to ensure that this is successful.A risk assessment is carried out prior to any offsite activity toensure everyone’s health and safety will not be compromised.Back to questions
44Meon Infant School is in the main a single storey building with classrooms being situated on the ground level. It has two rampedaccesses, one at the main entrance in Shelford Road, the other viathe music/ drama room.Other specially adapted facilities include two disabled toilets foradult and children’s use.A hearing loop is fitted in the main reception area.Visual and audio fire alarm systems have been set up in the musicroom and playground.We regularly liaise with Ethnic Minority Achievement Service (EMAS)who assist us in supporting our families with English as anadditional language.Back to questions
45We encourage all new children to visit prior to starting Meon Infant school. They will be shown around the school.For children with Special Educational Needs we encourage furthervisits to assist with the familiarisation of their newsurroundings.We write personalised social stories for your child if it is felt thattransition is going to be difficult for them.When children are preparing to leave us for a new school weliaise closely with the staff in the receiving school ensuring allrelevant paperwork is passed on and all needs are discussed andunderstood.The SENCO discusses and special needs or requirements withThe SENCO in the receiving school.Back to questions
46How are resources allocated and matched to your child’s needs? How are decisions made about what type and how much support my child will receive?What support is there for improving behaviour, attendance and avoiding exclusion?Click here for morequestions
47We ensure all children who have Special Educational Needs have their needs met to the best of the school’s ability with the fundsavailable.There are two fully qualified teachers and five Teaching Assistantsprovided by the school budget to specifically support children withSpecial Educational Needs. This allocation is updated as the needswithin the school change.Back to questions
48The class teacher will discuss a child’s needs and what support will be appropriate with the SENCO.Children will require different levels of support in order tobridge the gap to achieve expected levels and beyond.There will be ongoing discussions with parents about thesupport provided.Back to questions
49As a school we have a very positive approach to behaviour management. We have a clear set of school rules.Any serious behaviour incidents are talked through with thechild and parent. A strategy to manage their behaviour is discussedif required.If a child has ongoing behaviour difficulties targets are setand agreed with both child and parent.Good attendance is actively encouraged throughout the school.Attendance of every child is monitored on a daily basis by theAdmin staff. Lateness and absence are recorded and reportedupon to the Head Teacher. Any child falling below 85% attendancewould be asked to come in and discuss this with the Head Teacher.Back to questions
50Who can I contact for further information? What should you do if you feel the Meon Infant School Local Offer is not being delivered?How is the Meon Infant School Local Offer reviewed?Click here to go backTo contents page
51Your main point of contact would always be the class teacher. Following this you may wish to speak to the SENCO (Sue Brown)or the Head Teacher (Lynda Daish)Back to questions
52Your first point of contact would be your child’s teacher to share your concerns.You could also arrange to meet Sue Brown our SENCO orLynda Daish our Head Teacher.If you wish to seek advice beyond the school contact theParent Partnership or the SEN team at Portsmouth City Council.Back to questions
53The local offer will be reviewed annually to reflect the changing needs of the children who join and are developing in our school.Part of this review process will involve contributions from parents.All parents of children of SEN are invited to contribute to thereview process.(If you have any further questions that need answering pleasecontact Sue Brown (SENCO) who will be happy to answer themfor you).Back to contents pageBack to questions
54Outside Agencies On the following pages you will find a variety of outside agencies that we may call upon foradvice and support for your child.(Click anywhere on the page to move on).
55Educational Psychologist (EP) Speech and Language Therapist (SP&L) Multi Behaviour Support Service (MABS)Child and Mental Health Service (CAMHS)School Nursing Service(Click anywhere on the page to move on).
56Ethnic Minority Achievement Service (EMAS) Sensory Impairment Service Paediatric ServicesParent Partnership ServiceClick here to go backto contents pageClick here to go backto questions